Hasil Observasi Pembelajaran Sains Berbasis Inquiry di Sekolah Melbourne (Overseas Training Victoria, Australia Tahun 2015)
Abstract: Observation, interview,
and a review
of documents of
Inquiry-based science learning
in the School
of Melbourne, Victoria Australia
shows that science-learning activities
take place both
in the classroom
and outside the classroom and learn science through the phenomenon as
well as natural phenomena that occur around the
learners either contextually
or abstractly. The
scientific process is
very dominating in
learning activities, simple but very meaningful to the life of learners.
The learners do not instantly obtain independent discovery concept
during the learning
process, but the
Inquiry-based learning activities
are repeated, collaborated and
integrated between the
subject matter, which
was applied science
and made memory endurance and
retention of learners
in finding the
concept very independently
and meaningful. Skills
in expressing the ideas, opinions, and asking good questions to other
learners and teachers are freely allowed, therefore the basic principle of
Inquiry Based Science Learning, which is close to the skills process are not limited
to the teacher’s skills in asking a high-level questions. However, it is the
learners who conveyed ideas and opinions
during learning activities.
Science curriculum used
is AusVELS Science,
covering Understanding
Science, Science as
Human Endeavour, and
Science Inquiry Skills.
It is relevant
to the Curriculum in 2013 that
applied in Indonesia with competency-based scientific approach covering
spiritual core competencies, Social Core Competence, Knowledge Core Competence,
and skills Core Competencies.
Penulis: Diah Pitaloka
Handriani
Kode Jurnal: jpbiologidd150368
